• Ecosystemic factors influencing the accessibility of Early Childhood Development services for young children with disabilities 

  Mailwane, Joyce Nthabiseng Basanyane (University of Pretoria, 2015-11)

  There has been a growing recognition of the importance of development in the early years of a child globally. South Africa has been no exception in this regard, as since the establishment of the democratic government in ...
• A retrospective analysis of childhood experiences in conflicted relationships 

  Schoeman, Carli (University of Pretoria, 2023)

  This qualitative research study aimed to understand the dynamics of the conflicted mother–daughter relationship. The literature shows that although mothers and daughters have a unique and intimate bond, their relationship ...
• Teacher’s implementation of construction play in early childhood learning environments 

  Pienaar, Karen (University of Pretoria, 2023)

  Historically, the concept of play has been at the centre of early childhood programmes. Early childhood educators have observed and emphasised that young children bring energy and enthusiasm to their play, which seem to ...
• Investigating teachers' conceptualisation of ADHD neurodevelopment and mathematical interventions in Grade 3 Foundation Phase classes 

  Loots, Stefnie (University of Pretoria, 2023)

  Teachers need to be made more knowledgeable and trained about ADHD to successfully present inclusive teaching in mathematics to ADHD-identified learners. The more knowledgeable teachers are about the neurodevelopment of ...
• Ecosystemic factors influencing the experience of fear in young children 

  Masola, Francinah (University of Pretoria, 2022)

  The purpose of this study was to investigate ecosystemic factors influencing the experience of fear in young children. Through qualitative method, a sample of 12 grade three learners’ drawings, 12 parents, three grade three ...
• Exploring a mother's lived-experiences of inclusion of her child with ADHD 

  Pretorius, Carolina Maria (University of Pretoria, 2021)

  Inclusive education as a global practice, aims, among other things, to ensure quality mainstream education for all learners, regardless of age, gender, race, language, socio-economic status, and disability. However, learners ...
• Parents and teachers’ experiences and views of risky outdoor play in early learning centres 

  Pretorius, Lorette (University of Pretoria, 2021)

  There is a concern that children are deprived of opportunities for responding to challenges and exploring risky situations in outdoor play. Children are not afforded the chance to be challenged by risky, yet safe situations. ...
• Experiences of young orphans who transition into extended families in Zimbabwe 

  Chiimba, Cathrine M. (University of Pretoria, 2020)

  This study explores the experiences of young orphans who transition into extended families in Zimbabwe, focusing on the five- to ten-year-old age group. The study embraced a qualitative approach which is situated within ...
• Facilitating young children’s understanding of Ubuntu using creative drama 

  Muller, Cornelia Magrietha (Carla) (University of Pretoria, 2020)

  In the Manifesto on Values (2001), Ubuntu is depicted as one of the ten democratic values and the Department of Education (DoE, 2001) portrays it as one of the most important values to promote citizenry. Ubuntu provides a ...
• Conceptualising the influence of sensopathic-focussed play pedagogy on the young learner 

  Lewington, Charlotte (University of Pretoria, 2020)

  Teacher-led sensory play pedagogy, which specifically focuses on the sensopathic senses, has the potential to facilitate sensory processing in Grade R (Reception Year) children in preparing them for the transition from ...
• Strengthening group work play-based pedagogy to enhance core skills in young learners 

  Ekeh, Martin Chukwudi (University of Pretoria, 2020)

  The researcher investigated teachers’ use of group work play-based pedagogy to enhance core skills in young learners. The reason for this investigation was rooted in the teaching methods used by most Nigerian teachers. ...
• Die verband tussen ouerskappraktyk en die aggressiewe gedrag van leerlinge in spesiale skole 

  Cockrell, Phelia Jacoba (University of Pretoria, 2020)

  Leerlinge met matige intellektuele disfunksie (MID) is ʼn kohort leerlinge wie se hoë aggressievlakke onderrig in skole ernstig bemoeilik. Leerlinge met MID het ʼn gemiddelde intelligensiekwosiënt (IK) van 55 tot 70 en hul ...
• A training framework for Early Childhood Education Care practitioners in facilitating transition from home to school 

  Chetty, Magesveri S. (University of Pretoria, 2021)

  The first five years in children’s lives lay the foundation for their cognitive and social development and learning prowess over the course of their lives. In terms of global awareness, the field of Early Childhood Development ...
• Strengthening the implementation of early childhood development policies to improve quality 

  Matjokana, Tuelo Nelly (University of Pretoria, 2021-06)

  Early Childhood Development (ECD) is a priority in Tshwane North, South Africa. The purpose of this study was to gain an understanding of how Early Childhood Development (ECD) officials implement ECD policies appropriately ...
• The impact of lesson study on the professional development of early grade teachers 

  Helmbold, Erika Geertruida (University of Pretoria, 2021)

  The professional development of teachers in South Africa needs critical attention, particularly in the area of early grade mathematics. The Integrated Strategic Planning Framework for Teacher Education and Development in ...
• Moedertaal-, dubbelmedium- en tweedetaalonderrig : 'n Verkennend-vergelykende studie van driejariges se sosiale en emosionele ontwikkeling 

  Boon, Wietske (University of Pretoria, 2021-05)

  First- and second-language education is a much researched and universal phenomenon. Like in many other countries, South African children attend preschools from a young age. They often attend dual-medium or English preschools, ...
• Ecosystematic factors affecting comprehensive sexuality education in early grades in Zimbabwean schools 

  Mahoso, Thaddeus (University of Pretoria, 2020)

  Child sexual abuse is rampant in Zimbabwe. This can be attributed to several Zimbabwean ecosystemic factors that contribute to the gravity of the problem. This study explored these ecosystemic factors that affect Comprehensive ...
• Grade R student teacher experience of Work Integrated Learning 

  Jacobs, Mariaan (University of Pretoria, 2020)

  The demand for effective and competent teachers in South Africa remains a critical issue. Quality teacher education programmes are therefore essential to develop teachers who are knowledgeable, with the necessary skills, ...
• Strengthening teacher support to learners experiencing dyscalculia in Grade 3 

  Haarhoff, Kayla (University of Pretoria, 2020)

  Results from the Trends in International Mathematics and Science Study (TIMSS) and the Annual National Assessment (ANA) provide insight into the notion that learners’ skills and knowledge of mathematics are poor. These ...
• Using drawings to understand the causes of anger in young children 

  Fourie, Jennifer Susan (University of Pretoria, 2020)

  This study is set out to explore and understand the causes of anger through drawings, narrative inquiries, observations, field notes and semi-structured interviews by young learners and their teachers. The aims of the study ...

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